part 3 rubric text analysis - regents exams - nysed - · pdf fileregents exam in ela (common...

Regents Exam in ELA (Common Core) Rating Guide — June ’14 [53]

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Anchor Paper – Part 3 – Level 4 – A



Anchor Paper Level 4–A

The response introduces a well-reasoned central idea (The central idea of Shaw’s speech is that women deserve the right to vote) and a

writing strategy (Shaw, in a segment of her speech, used the technique of exposing the irony behind the denial of the vote) that clearly

establish the criteria for analysis. The response demonstrates a thoughtful analysis of the author’s use of irony to develop the central

idea (Shaw exposes irony, the irony that the Republic of the United States does not function as a Republic, and the irony that an

illiterate immigrant is more deserving of the right to vote than an intelligent woman). The response presents ideas clearly and

consistently, making effective use of specific and relevant evidence to support analysis, by identifying the current situation that denies

women the right to vote, then identifying flaws that prevent the United States from being a true Republic (She points out the irony in

and fallacy of the current attitude that “because an ignorant woman would vote, no intelligent women should be allowed to vote”). The

response exhibits logical organization of ideas and information by first introducing the situation and central idea, then discussing how

it is developed through the use of irony, and concluding with a summation of points made to create a cohesive and coherent response.

The response establishes and maintains a formal style, using precise language throughout (segment of her speech, seemingly strong-

willed, the hypocricy they are perpetrating). The response demonstrates control of the conventions with infrequent errors.


Anchor Paper – Part 3 – Level 4 – B



Anchor Level 4–B

The response introduces a well-reasoned central idea (Women must have the right to vote) and a writing strategy (The tone of the given

passage … can be described as critical and persuasive) that clearly establish the criteria for analysis. The response demonstrates a

thoughtful analysis of the author’s use of tone to develop the central idea (the speaker’s tone is judgemental when refferring to the way

the United States describes it’s government and By using such a critical and condeming tone, the speaker shows two clear reasons why

it is utterly ridiculous to keep women from voting and She urges people to solve this “profound problem”). The response presents ideas

clearly and consistently, making effective use of specific and relevant evidence to support analysis (She proves that since half the

population, women, do not have the right to vote, then the United States is definately not a Republic and yet that same government is

horrified that some ignorant females may vote). The response exhibits a logical organization of ideas and information by first

introducing the central idea (to support womens’ suffrage), then discussing how it is developed through tone, and concluding with a

challenge (to take action and support her advise to change the imperfect “republic”) to create a cohesive and coherent response. The

response establishes and maintains a formal style, using precise language and sound structure (She seems quietly outraged by the fact

that women do not have the right to vote but she controls her emotions in order to persuade her audience to support womens’ suffrage

and She persuades the men in the audience by stressing that IF they are intelligent, they must vote for womens’ suffrage). The response

demonstrates partial control of conventions with occasional errors (it’s, womens’, refferring, definitely, allow) that do not hinder

comprehension.



Anchor Level 3–A

The response introduces a clear central idea (The author explains how we choose who can and can’t vote in the United states) and a

writing strategy (The author of the text intends to persuade its audience by using situational irony about women’s suffrage) that

establish the criteria for analysis. The response demonstrates an appropriate analysis of the author’s use of irony to develop the central

idea (All men have the right to vote regardless of how well informed they are or are’nt about the candidates, but a women with the

same ignorance cannot). The response presents ideas sufficiently, making adequate use of relevant evidence to support analysis (The

text states “if women were permitted to vote a large body of ignorant people would vote” (60). The problem with that statement is that

it is situational irony to the fact a large body of ignorant people are already voting, men). The response exhibits logical organization of

ideas and information by first addressing the central idea of the text and how it is an example of situational irony, then providing an

example by comparing voting qualifications to women’s exclusion from the process, and concluding with a summation of the areas

addressed (To discriminate against women voting is to contradict the way men vote already, creating a situational irony effect from the

author in her persuasion of women’s suffrage) to create a cohesive and coherent response. The response establishes and maintains a

formal style, using appropriate language and structure (All men have the right to vote regardless of how well informed they are). The

response demonstrates partial control of conventions with occasional errors (time you, a women, states “if women) that do not hinder

comprehension.


Anchor Level 3–B

The response introduces a clear central idea (it is not a republic in New York unless everyone can vote, not just one half the population)

and a writing strategy (scientific tone) that establish the criteria for analysis. The response demonstrates an appropriate analysis of the

author’s use of tone to develop the central idea (Her tone is exemplified by how often she defines terms, and how She takes these

definitions to their logical conclusions to assert that not allowing female suffrage is hypocritical). The response presents ideas

sufficiently, making adequate use of relevant evidence to support analysis (Through this scientific definition and use of logic to argue

her point, the author … exposes the hypocrisy of the political structure of new york and destroys the argument that women are not

intelligent enough to vote). The response exhibits acceptable organization of ideas and information by first addressing the author’s use

of logic to bring about a highly clear-cut and scientific tone, then discussing how the tone reveals the hypocrisy of restricting women

from voting, and concluding by suggesting that the logical tone of the passage proves the author’s argument that women are capable of

intelligent thought to create a cohesive and coherent response. The response establishes and maintains a formal style, using appropriate

language and structure (the author … proceeds to deconstruct that definition in order to conclude and Apart from stating her point

well, using a scientific and logical tone also shows how intelligent women are). The response demonstrates partial control of

conventions with occasional errors (republic and definition it) that do not hinder comprehension.

Anchor Paper – Part 3 – Level 3 – C



Anchor Level 3–C

The response introduces a clear central idea (without allowing women to vote we are not a republic) and a writing strategy (repetition)

that establish the criteria for analysis. The response demonstrates an appropriate analysis of the author’s use of repetition to develop the

central idea (The speaker repeats many times an attitude of pity and dissapointment towards our very government). The response

presents ideas sufficiently, making adequate use of relevant evidence to support analysis (the speaker continuously mentions the

definition of a republic. “A Republic is a form of government in which the laws are enacted by representatives elected by the people”

and Every race and gender must be allowed to vote in order for a full republic to be enacted). The response exhibits acceptable

organization of ideas and information by focusing on the decision in which to let woman vote, then establishing the importance of the

issue of women’s suffrage in the context of a republic, and concluding without allowing women to vote, the United States is not a

republic to create a coherent response. The response lacks a formal style, using language that is imprecise (to let woman vote, & to the

speaker it is very important and That is what the speaker is attempting). The response demonstrates partial control of conventions with

occasional errors (a day in which, congress, dissapointment, womans) that do not hinder comprehension.



Anchor Level 2–A

The response introduces a central idea (The author of this passage’s intented central idea was to make the audience come to realize the

ignorance of the country) and a writing strategy (Her critical tone helps to deliever this point). The response demonstrates a superficial

analysis of the author’s use of tone to develop the central idea (The tone makes the reader feel that women’s suffrage is important). The

response presents ideas inadequately in an attempt to support analysis (there is an abundance of ignorance and lack of logic in this

“rebublic” and “democratic” government. we have) and the use of evidence to support the critical tone is limited to the words

“consistent in their inconsistency”. The response exhibits inconsistent organization of ideas and information by first setting up the

central idea by comparing our liberty and freedom to an abundance of ignorance and lack of logic in government, then in the next

paragraph restating the central idea but identifying the ignorance as not entirely meant in a bad way, and concluding the same

paragraph by identifying tone as helping to make the reader feel that women’s suffrage is important, failing to create a coherent

response. The response lacks a formal style, using language that is inappropriate (we are beyond lucky and not entirely meant in a bad

way either). The response demonstrates partial control of conventions with occasional errors (intented, deliever, inconsistency”.) that

do not hinder comprehension.



Anchor Level 2–B

The response introduces a central idea (As citizens we have to understand our role in America) and a writing strategy (theme). The

response demonstrates a superficial analysis of the author’s use of theme to develop the central idea (The major theme of this passage

is the definition of a republic). The response presents ideas inconsistently and inadequately in an attempt to support analysis (one

historical event … is womens right to vote and the author also makes injust clear … America didn’t want females to vote), making use

of some evidence that may be irrelevant (November 2nd

is the voting day for Americans). The response exhibits inconsistent

organization of ideas and information, by first stressing the importance of voting in America, then reflecting on how America …

continues to develop and be inspired for the better, then defining a republic, and finally concluding with a comparison of male and

female ignorance, failing to create a coherent response. The response lacks a formal style, using language that is basic, inappropriate,

or imprecise (stress the United States government and our importance and goes back on history). The response demonstrates emerging

control of conventions with some errors (for Americans, being; Although a republic seems … sensible, however; author also makes

injust clear) that hinder comprehension.


Anchor Paper – Part 3 – Level 2 – C


Anchor Level 2–C

The response introduces a confused central idea (change does happen with voting ages and how the representitives of the United States

get chosen) and a confused writing strategy (irony), stating it tells you have to be 21 to vote, nowadays you have to be 18. The response

demonstrates a minimal analysis of the author’s use of irony to develop the central idea (Women were also criticised in when they vote,

saying how ignorant and less intellietual they are). The response presents ideas inaccurately (It also states the people shouldn’t have a

sey in who represents them and Women were also criticised in when they vote) in an attempt to support analysis, making use of some

evidence that may be irrelevant (recently we almost had a female president). The response exhibits inconsistent organization of ideas

and information by first introducing the general idea of change in the United States electoral system (changing how we do things, when

we do things), then discussing issues of equality, and concluding with changes in a person’s worth and value. The response lacks a

formal style, using language that is imprecise (They’ve been changing how we do things and The United States have changed there

views). The response demonstrates emerging control of the conventions with some errors (life time; 21 to vote, nowadays you; for the

worst, we just know) that hinder comprehension.



Anchor Level 1–A

The response introduces a central idea (women not being able to vote) and writing strategy (Imagery). The response demonstrates a

minimal analysis of the author’s use of imagery to develop the central idea. The response presents no evidence from the text. The

response is minimal, making assessment of organization, language, and conventions unreliable.



Anchor Level 1–B

The response introduces an incomplete central idea (republican gov) and writing strategy (literary element). The response presents

little evidence from the text (the central idea of republican gov). The response is minimal, making assessment of organization,

language, and conventions unreliable.

Part 3 – Practice Paper – A



Part 3 – Practice Paper – B


Part 3 – Practice Paper – C


Part 3 – Practice Paper – D


Part 3 – Practice Paper – E


Practice Paper A – Score Level 4 Holistically, the response best fits the criteria for Level 4.

Practice Paper B – Score Level 1 Holistically, the response best fits the criteria for Level 1.

Practice Paper C – Score Level 3 Holistically, the response best fits the criteria for Level 3.

Practice Paper D – Score Level 2 Holistically, the response best fits the criteria for Level 2.

Practice Paper E – Score Level 0 The response must be scored no higher than a 0 since it is totally copied from the text with no original writing.


Map to the Common Core Learning Standards

Regents Examination in English Language Arts (Common Core)

June 2014

Question Type Credit Weight Standard

1 MC 1 1 RL.4(11–12)

2 MC 1 1 RL.4(11–12)

3 MC 1 1 RL.5(11–12)

4 MC 1 1 RL.3(11–12)

5 MC 1 1 L.4a(11–12)

6 MC 1 1 RL.3(11–12)

7 MC 1 1 RL.2(11–12)

8 MC 1 1 RL.4(11–12)

9 MC 1 1 RL.3(11–12)

10 MC 1 1 RL.3(11–12)

11 MC 1 1 RL.4(11–12)

12 MC 1 1 RL.5(11–12)

13 MC 1 1 RL.3(11–12)

14 MC 1 1 RL.6(11–12)

15 MC 1 1 RI.2(11–12)

16 MC 1 1 L.4a(11–12)

17 MC 1 1 RI.2(11–12)

18 MC 1 1 RI.4(11–12)

19 MC 1 1 RI.3(11–12)

20 MC 1 1 RI.2(11–12)

21 MC 1 1 L.5(11–12)

22 MC 1 1 RI.2(11–12)

23 MC 1 1 RI.4(11–12)

24 MC 1 1 RI.2(11–12)

Part 2

Argument

Essay

Essay

6

4

RI.1–6&10(11–12)

W.1, 4&9(11–12)

L.1–6(11–12)

Part 3

Expository

Response

Response

4

2

RI.1–6, &10(11–12)

W.2, 4, &9(11–12)

L.1–6(11–12)


The Chart for Determining the Final Examination Score for the June 2014 Regents Exam-ination in English Language Arts (Common Core) will be posted on the Department’s website at http://www.p12.nysed.gov/assessment/ by Thursday, June 26, 2014.

Online Submission of Teacher Evaluations of the Test to the DepartmentSuggestions and feedback from teachers provide an important contribution to the test development

process. The Department provides an online evaluation form for State assessments. It contains spaces forteachers to respond to several specific questions and to make suggestions. Instructions for completing theevaluation form are as follows:

1. Go to http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm.

2. Select the test title.

3. Complete the required demographic fields.

4. Complete each evaluation question and provide comments in the space provided.

5. Click the SUBMIT button at the bottom of the page to submit the completed form.

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